Leslie Martin suggests that teachers assign students to read the relevant
chapter in their textbooks at least two days before the start of this
lesson and to spend some time determining what the students actually know
about the budget process. Although she was able to complete the lesson
over a three-day period, in retrospect, Leslie Martin felt that she had
not given students enough time in the small groups to create their budgets
and prepare their presentations, particularly in light of the busy lives
that the students have outside of school, which affects how much time
they have to do homework. The vocabulary discussion could have taken 20
minutes and the discussion of President Bush’s 2001 budget--which
she had meant to spend 10 minutes on--could have gone 25 minutes. Leslie
Martin concluded that she could have spent two weeks on this lesson.

While this lesson would work well in a block schedule, if only one day
is available, consider eliminating the zero-based budgeting exercise.
Begin with the vocabulary and last year’s Federal budget and give
students 30 minutes to allocate the 55 percent of the budget that is actually
available for allocation. Students might then just present their numbers
rather than make a speech, and discuss what they learned from working
in their small groups. An alternative is to have students create a budget
for homework and use class time for members of the small groups to work
out their differences.

To modify this lesson for a non-honors class, consider creating a pie
with a variety of wedges and ask students to assign wedge sizes to each
executive agency. Then go back and show them what the actual budget pie
looks like and discuss the differences. Another way to modify this lesson
is to give each student an executive department or federal agency that
they have to research. Or, focus on specific discretionary areas and ask,
“What does this do?” Regular-track classes or younger students
might also find it helpful to receive a list of Web sites and resources
they should examine.